Elementary and Early Childhood Education Lesson Plan Template

Name: Brianna King, Emoree Dykes, Chynna Brown, Jontanna Date: 03/25/2019
Greene
Course: ECE 3330 Lesson Plan #: Group Lesson #2
Subject Area(s): Reading Comprehension Grade Level/Time Frame: 5th Grade

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience will take
Learners place
(Classroom
Context) ● In this classroom, there is one smart board located at the front of the room
where a majority of the teaching takes place.
● On each side of the smart board, there are large rectangular white boards.
These white boards are used by the teacher to display important
announcements or upcoming events. The teacher also displays the objectives
and essential questions on the white boards for the students to be able to
easily see.
● There is also a smaller white board that the teacher utilizes to solve problems
for the students when teaching a lesson.
● Each student is seated at their own personal desk. These desk are in rows of 5
with 5 desk in each of the rows. Each desk has a personal cubby where the
students can keep their belongings without having to get up and disturb the
class. The desk are arranged in this way, so the teacher can easily walk by to
each one and assist the students when needed.
● There are a few “special” areas located in this room. There is a rectangular
carpet located at the front of the room where the students are instructed to
sit during the whole group lesson.
● Along the walls of the classroom, there are several bookshelves that contain
many books that are considered favorites by the students.
● This classroom also has a couple of technology tools.These technology tools
consist of 8 laptops and 6 iPads. The technology tools are only used by
students to access their learning websites allowed by the teacher. The
learning websites may consist of helping the students with their math,
writing, or reading skills.
Learner Description Number of students in class: 25
● Number of males: 9
● Number of females: 16
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 1 There is one student on a 504 plan due
504 plans to ADHD. Some accommodations put in
place for this student include placing
student in close proximity to the
teacher, use images as support, and
modify his worksheets with less
questions on each page.
Students w/ EIPs 0 N/A
English learners 2 There are two students in the classroom
who are English language learners. For
support these students are placed next
to students who share the native
language in order to help them when
they are confused about the language.
These students also go to the ESOL
program a couple times a week for more
in depth help.
Gifted 0 N/A
Students with gaps in 0 N/A
academic knowledge

1

Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
Prior Academic Knowledge
and Prerequisite Skills
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Potential Misconceptions
and/or Developmental
Approximations
Academic Language
Vocabulary
● Words and phrases
with subject specific
meanings that differ
from meanings used
in everyday life (e.g.,
table, ruler, force)
● General academic
vocabulary used
across disciplines
(e.g., compare,
analyze, evaluate)
● Subject-specific
words defined for
use in the discipline
Language Function: the
content and language focus of
the learning task (e.g.,
activities, discussions)
represented by the active verb
in the learning objective(s) or
Other learning needs 0 N/A
● I will take into consideration each of the students’ interest when planning
activities that they can easily relate to, to support their own learning.
● I will keep their cultures in mind when planning tasks for the students,
especially if given word problems. I will modify any task I can for each student
to be able to understand.
● When creating word problems, I will refer to the different landmarks around
the community that the students visit often.
CCSS.ELA-LITERACY.RL.5.3-Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the text (e.g., how characters
interact).
The prior academic knowledge that this lesson will activate is what it means to compare
and contrast two different items.
The prior academic knowledge that the students will need for this lesson is knowing
how to pick out two important characters from a story and being able to write things
they have in common and their differences.
The important understandings/core concepts the students are expected to develop
from this lesson include selecting important characters, being able to compare and
contrast the selected characters, describe the setting of the scene chosen and they
should also be able to draw on specific details from the story.
● I can pick out two important characters from the story.
● I can compare and contrast the two characters and include the important
details about each one.
● I can draw upon specific details from the story.
● Possible misconception or developmental approximation: Student only
finding similarities about the two characters.
If the student does not understand what is means to compare and contrast, I will have
the student pick a book of choice and I will model how to compare/contrast
two characters from that book.
Academic Language Whole Class Supports Differentiated Supports
Language function: ● The students will
● Describe be able to access
● Explain the Spanish
● Apply dictionary in the
classroom to
understand the
meaning of each
word that is
given.
Multiple meaning words: ● N/A
● N/A
Academic vocabulary: ● The students will
● Compare be able to access
● Contrast the Spanish
● Setting dictionary in the
● Specific Details classroom to
understand the
meaning of each
word that is
given.
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 learning target(s) (e.g., apply, Subject-specific ● The students will
evaluate, cause and effect, vocabulary: be able to access
sequence, hypothesize, infer, ● Compare the Spanish
summarize, describe, explain) ● Contrast dictionary in the
● Setting classroom to
Language Supports: ● Details understand the
instructional supports that ● Venn Diagram meaning of each
help students understand and word that is
successfully use the language given.
function (e.g., sentence Syntax: ● The students will
starters, graphic organizers) ● The students will be able to access
use a venn the Spanish
Syntax: set of conventions for diagram to dictionary in the
organizing information (e.g., organize their classroom to
sentences, graphs, tables); information understand the
organizes language to convey about the story meaning of each
meaning word that is
given.
Discourse: how members of Discourse: ● The students will
the discipline talk, write, and ● This lesson is be able to access
participate in knowledge face-to-face the Spanish
construction using the instruction. The dictionary in the
structures of written and oral teacher will classroom to
language; discipline specific teach the understand the
discourse has distinctive subject with the meaning of each
features or ways of structuring help of visuals word that is
oral or written language, or on a given.
representing knowledge PowerPoint.
visually. The students will be able to demonstrate their understanding of the academic
language they will be able to apply it within their activity/task and be able to explain
when asked by the teacher.

Step 3: Design Assessment Plan

Assessment
Framework Georgia Performance Corresponding Learning
Standard(s) Objective(s) or Learning
Target(s)
CCSS.ELA-LITERACY.RL.5.3 ● I can pick out two
important
characters from the
story.
● I can compare and
contrast the two
characters and
include the
important details
about each one.
● I can draw upon
specific details from
the story.
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Format of Assessment(s)
● This format of assessment will be given as a
formative assessment. The students will
orally state to the teacher which two
characters they will be working with.
● This assessment will be given in the form of
a formative assessment. The students will
be given a diagram, where they have to
choose 2 different characters from the
story and then organize the details
determining whether it is similar are
different from one another.
● This format of assessment will also be given
as a formative assessment. After reading

Type of Assessment
Pre-assessment
Formative assessment(s)
Summative assessment(s)
The students were very engaged in this activity and all seemed to have a clear understanding of the topic. It will drive
the instructional practices, because this will be an introduction to the activity they will be completing in class and will
allow me to see who needs further explanation before beginning.
Format of Assessment (e.g.,
quiz, test, checklist, KWL
chart, performance task)
The students will participate
in a kahoot game. The game
will introduce comparing and
contrasting, allowing the
teacher to see where the
students are before teaching
the lesson.
The students will be given a
venn diagram to compare and students will be able to
contrast two of the characters write their answers in
from the story.
At the end of the task, the
students will be given a short
quiz that will cover the
content of the lesson that
was given.
Pre-Assessment Data Summary
through the book as a class, the students
will orally state to the teacher some of the
specific events they are able to recall.
Supports,
Accommodations,
Modifications
(Differentiated
Assessments, Culturally
Relevant Assessment)
For this assessment, I will
support the English
Learners by sitting them
next to a partner that can
translate the questions to
them. They will be able to questions they got
work together for this
activity/game.
For this assessment, the
their native language.
The ELL students are able
to ask the teacher
questions if they are
confused on the wording
of the questions or the
teacher can read the
questions to the student.
Evaluation Criteria
How will you know or
measure if the students
have met the learning
objective(s) or learning
target(s)?
The teacher will be able
to see the results at the
end. These results will
show the name of each
student and which
correct and which ones
they got incorrect.
As the students work
through this activity,
the teacher will walk by
each student’s desk to
make sure they are
understanding the
content of the task. If
they appear to be
struggling, the teacher
will assist them and ask
questions to get them
back on the right track.
This quiz will be given
to the students to make
sure they understand
what it means to
compare and contrast
something. The results
of the quiz will be
anonymous, therefore
no one will be able to
see what each student
received.

Step 4: Create Materials Needed Teacher Resources (must include podcasts):

Learning ● The book “Number the Stars”
Activities ● Venn Diagram
● Mini Powerpoint on Compare and Contrast

Technology Connection
Student Resources:
● The book “Number the Stars”
● Venn Diagram
● Scrap paper for note taking
● Pencil
The teacher will use a mini powerpoint in order to incorporate technology into this
lesson. The mini Powerpoint will be used to explain what comparing and contrasting is
and also give them a short text example with a venn diagram.
The students will have the opportunity to help the teacher fill in the venn diagram
based on the short text from earlier in the Powerpoint. Students will be selected to
come up to the Smartboard and write in the venn diagram.

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Supporting Diverse Learners
Culturally Responsive
Teaching
Research and Theory, or
Principles of Child
Development
Instructional Strategies and
Learning Tasks (include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a specific
learning objective(s) or
learning target(s). Learning
tasks may be scaffolded to
connect to prior knowledge
and often include formative
assessments)
Connection to the Arts
Higher Order Thinking
Questions (HOTQs)
Re-teaching, Re-Engagement,
Practice
Extensions
● I will support my students with 504 plans who struggle with this activity, by
providing pictures if needed, modifying their worksheet, and allowing them
to sit and work next to me in order for their task to be completed.
● I will support my English learners by allowing them to complete the task in
their native language and also allow them to sit next to someone who speaks
English and their language, so they can assist in areas that are needed.
The content of this lesson is related to the assets of the students, because when they
are allowed to share their venn diagram with a partner, they will be able to speak in
the language they are most comfortable with. This will mean, they are partnered with
someone who can understand their language.
According to research, “in order to successfully comprehend a story, you must succeed
in character analysis. One way to analyze the characters is to compare and contrast
them”
Janovsky, A. (2003-2019). Comparing & Contrasting Characters in a Story. Retrieved
March 25, 2019, from https://study.com/academy/lesson/comparing-contrasting-
characters-in-a-story.html
For this lesson, the students will have already read the book “Number the Stars” as a
whole group with the teacher. The students will be given a venn diagram to complete
on comparing and contrasting two characters from the book of their choice. There will
be a list available of the different characters for the students to choose from to create
their venn diagram on.. I will allow her to ask any questions that will spark a discussion
to improve her knowledge on the topic. I will embed the higher order questions
throughout the lesson to see the level of understanding my student has. At the
beginning of the lesson, I will begin by asking three higher order questions for the
students to think about while they work. These questions will consist of “how can you
distinguish between two different characters from a story?, how can you compare two
different characters from a story? and “how can you organize your thoughts into a
given venn diagram?” As the students start finding the information to include in their
venn diagram, I will ask the question “how can you differentiate between two
characters in a story?” At the end of the activity, I will ask the last higher order
question, which will consist of “how can you organize your thoughts into a given venn
diagram?”
N/A
1. How can you distinguish between two different characters from a story?
(DOK level 2)
2. How can you compare two different characters from a story? (DOK level 3)
3. How can you apply concepts from the story to retell events? (DOK level 4)
4. How can you differentiate between two characters in a story? (DOK level 3)
5. How can you organize your thoughts into a given venn diagram? (DOK level
2)
For the students who are still not mastering the content based on the learning
objectives, the teacher will bring the students into a small group setting and re-teach
the lesson but instead of using that book the teacher will use a short text. The teacher
will read the short text to the students and together as a group they will choose two
characters and engage in a discussion. The students will find characters, name the
setting, and draw on specific details.
For the students who have mastered this lesson plan, the teacher can have the
students choose one of their favorite books and compare and contrast two characters
from that book. The students will be able to use the venn diagram or come up with
their own graphic organizer to compare and contrast.
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 Lesson Closure For the lesson closure, we will do a pair and share with the students. They will be able
to pick a partner of their choice and share the information from their venn diagram.
They will be able to summarize what they have learned with each other through this
activity.
Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection ● What went well and why? For this lesson, I believe by having the students be able to pick their characters
worked well. They were able to successfully create a venn diagram on the two characters they were able to
relate with.
● What did not work well and why? While for some students, being able to pick their own characters to compare
and contrast, it did not work as well for the others. Some had a harder time relating two characters together.
● How did the learning environment and materials work together to support student learning? The learning
environment and materials worked well together to support the student learning, because I made sure to have
all materials I needed before beginning the lesson. It was also quiet while the lesson was being taught, which
helped with learning.
● What improvements and changes would you make if you were to teach the lesson again and why? If I were to
re-teach this lesson, I would have a detailed list of each character that the students were able to pick from.
This would allow them not to have to look back in the book to decide which characters to use.
● What did you learn about yourself as a teacher? I learned that I must be patient with students because they
are in the learning process and they are not always going to understand the topics the first time they hear it.

Learning Theories/Research Base

● To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson. The implementation of my
lesson utilized the learning theories that framed my instructional plan, because I stuck to my lesson plan and
followed through with everything that I needed to teach for my student to gain a clear understanding of the
topic.
●

Assessment Analysis
● What information about student understanding did you learn from your assessment(s)? How did the student
or student(s) do on the assessment? What patterns of learning do you see? I learned that the students have a
clearer understanding of the topic than before this lesson. They scored well on the assessment and I believe
they have a full understanding of what is means to retell important ideas and events from a reading.
● How will you act upon, and will students be able to act upon, the feedback provided form each assessment
strategy used? ? I will give positive feedback for each assessment that is given. They are still in the learning
phase and I believe that by being negative, will only make them shut down and not want to continue with the
lesson. Students learn from their mistakes, so it is important to only be encouraging
● Optional: Use the assessments and create a chart to analyze student learning across the class. Attach or paste
your chart and write a quick summary of what students learned or potential misunderstandings and how you
are drawing these conclusions.

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Character 1 Character 2